Family involvement and parent–teacher relationships for students with autism spectrum disorders.

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

doi:10.1037/spq0000157

Cited by 52 publications

(39 citation statements)

References 52 publications

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“…As for factors associated with children, we found that parents who lived with children with higher severity of ASD were more likely to practice daily skills with their children 14. There is a study showing that a factor potentially affecting parent involvement is severity,29 and parents of children who exhibit more behavioural problems (high severity) had more parent engagement 31. Parents might be worried and expect their children to have better development, so they tended to spend more time practising their children’s skills.…”

Section: Discussionmentioning

confidence: 84%

Factors associated with parent engagement in DIR/Floortime for treatment of children with autism spectrum disorder

et al. 2018

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BackgroundThe Developmental, Individual-differences, Relationship-based model (DIR/Floortime) is one of the well-known therapies for autism spectrum disorder (ASD), in which its main principle is to promote holistic development of an individual and relationships between the caregivers and children. Parental engagement is an essential element to DIR/Floortime treatment and involved with various factors. Finding those supporting factors and eliminating factors that might be an obstacle for parental engagement are essential for children with ASD to receive the full benefits of treatment.AimTo examine the association between parents, children and provider and service factors with parental engagement in DIR/Floortime treatment.MethodsThis is a cross-sectional study of parents with children aged 2–12 years who were diagnosed with ASD. Data were collected using a parent, child, provider and service factors questionnaire. Patient Health Questionaire-9, Clinical Global Impressions-Severity and Childhood Autism Rating Scale were also used to collect data. For parent engagement in DIR/Floortime, we evaluated quality of parental engagement in DIR/Floortime and parent application of DIR/Floortime techniques at home. Finally, Clinical Global Impressions-Improvement and Functional Emotional Developmental Level were used to assess child development.ResultsParents who were married, had lower income and higher knowledge of DIR/Floortime theory were more likely to have higher parent engagement (χ2=4.43, p=0.035; χ2=13.1, p<0.001 and χ2=4.06, p=0.044 respectively). Furthermore, severity of the diagnosis and the continuation of the treatment significantly correlated with parent engagement (χ2=5.83, p=0.016 and χ2=4.72, p=0.030 respectively). It was found that parents who applied the techniques for more than 1 hour/day, or had a high-quality parent engagement, significantly correlated with better improvement in child development (t=−2.03, p=0.049; t=−2.00, p=0.053, respectively).ConclusionFactors associated with parents, children, and provider and service factors had a significant correlation with parent engagement in DIR/Floortime in which children whose parents had more engagement in DIR/Floortime techniques had better improvement in child development.

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Section: Discussionmentioning

confidence: 84%

Factors associated with parent engagement in DIR/Floortime for treatment of children with autism spectrum disorder

et al. 2018

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“…Les caractéristiques de l'enfant et le statut socio-économique des parents sont également liés à l'engagement parental dans plusieurs études. Le fait d'avoir un enfant ayant un TSA présentant de meilleures capacités sur le plan du langage ou de la communication, plutôt qu'un enfant dit « non verbal », était positivement lié à l'engagement de façon générale (Benson et al, 2008;Garbacz, McIntyre et Santiago, 2016). Dans le même sens, plus l'enfant présente de conditions associées au TSA, moins les parents seraient impliqués dans le milieu scolaire (Zablotsky et al, 2012).…”

Section: Prédicteurs De L'engagement Parentalunclassified

Les Défis De L’engagement Parental en Milieu Scolaire Chez Les Parents D’enfants Autistes : Une Étude Qualitative

Boucher

Rivières-Pigeon

2020

rqpsy

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L’engagement des parents dans le milieu scolaire est encouragé et valorisé, mais peu d’écrits se sont intéressés à ce sujet en contexte d’autisme. L’analyse qualitative des tâches des pères et des mères, en lien avec la scolarisation de leur enfant présentant un TSA, a permis de mieux comprendre les tâches effectuées à quatre niveaux : celles réalisées directement auprès de l’enfant, auprès du personnel scolaire, de la commission scolaire et des partenaires externes au milieu scolaire. La mise en lumière de la dimension émotionnelle de ces tâches a permis de mieux cerner l’intensité et la lourdeur de celles-ci.

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“…To benefit from educational experience and develop resilience in education and learning, children with autism conditions qualify for special education and individualized instructions (Barnhill, Polloway, & Sumutka, 2011), as well as additional family, supports at all developmental levels (Carbone, Behl, Azor, & Murphy, 2010). Parents have consistently been found to be of significant impact on the educational success of their children with ASD (Carbone, Behl, Azor, & Murphy, 2010;Garbacz, McIntyre, & Santiago, 2016).…”

Section: The Role Of the Parents In Building Resilience In Children Wmentioning

confidence: 99%

Family Roles in Developing Resilience Skills in School Children with Autism Spectrum Disorders

Onyishi¹,

Sefotho²

2019

GJHS

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Children with Autism Spectrum (ASD) Disorders are highly vulnerable and constitute significant burdens on the families, schools and the global economy. Developing resilience in children with autism spectrum disorders is a major challenge to both teachers and parents. This article discusses the roles of the family in building resilience among children with ASD. Firstly, the article explored the roles of parents in developing resilience in children with ASD. Secondly, the roles of siblings in developing resilience in children with ASD were examined. Thirdly, the roles of family socio-economic/cultural contexts in developing resilience in children with ASD were investigated. Finally, we discussed researches on best practices for resilience in children with ASD and directions for educational practices and future research.

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Family involvement and parent–teacher relationships for students with autism spectrum disorders.

Cited by 52 publications

References 52 publications

Factors associated with parent engagement in DIR/Floortime for treatment of children with autism spectrum disorder

Factors associated with parent engagement in DIR/Floortime for treatment of children with autism spectrum disorder

Les Défis De L’engagement Parental en Milieu Scolaire Chez Les Parents D’enfants Autistes : Une Étude Qualitative

Family Roles in Developing Resilience Skills in School Children with Autism Spectrum Disorders

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